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Differences in Learning Strategies and External Representations. Verbal Learning and Problem Solving

Автор:   Lorraine C.
мягкая обложка
348 страниц
2010 год
Издательство:   Книга по Требованию
3231 руб
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Описание:Also,most students used some type of external representation in solving problems and age and Cognitive Style influenced the type of representation used. The results indicated that either being taught or learning the strategies from written instruction does not greatly influence verbal learning. The first part of this research is about the use of learning strategies that are specifically taught to students e. g. the method of loci, in order to perform verbal recall tasks and examining the cognitive styles exhibited by the students in completing these verbal learning tasks. The students ranged in age from ten to fourteen years old. Two experiments were conducted using a variety of cognitive problems and the students were postgraduates and undergraduates,respectively. Four experiments were conducted using original wordlist booklets. The second part of this research focuses upon the workings out or external representations that students use to assist them in solving a variety of cognitive problems including: analytic reasoning,verbal reasoning, spatial, and mathematical word problems; and the cognitive styles exhibited by these students in solving different problems.

Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка Orthomol Immun Junior Сила иммунитета на страже Вашего ребенка

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Neuro–Linguistic Programming: Volume I. The Study of the Structure of Subjective Experience

In the example of the motivation strategy: the internal feelings either initiate the auditory tonal representation and exit to the behavior, or they do not. If the feelings do not initiate the internal tone, no motivation occurs. Not all decision points, of course, are internal kinesthetic representations. Consider the following learning strategy: In this strategy, Ve and Ar are both decision points. The outcome of this strategy is for an individual to learn or incorporate some behavioral patterns. The person starts off by performing some physical movement or activity (Ke). Then, depending on what the external visual feedback (Ve ) is for that action the person will choose between two subroutines. Within one of these subroutines, some remembered auditory experience will also serve as a decision point where one of two other substrategies will be selected. Notice also that the Vr or A e representations that appear at the end of two of the subroutines are also decision points that will either trigger an operation in which the strategy loops back on itself again, or moves on to exit ...»

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